Saturday, July 4, 2009
Explanation!
Sorry, I realized I read my articles out of order, so my posts are mixed up. But I've relabeled my posts so the assignments match the blogs #'s. Sorry again for the confusion.
Journal #6
"Mapping Student Minds"
Owen explains concept mapping and the advantages for students. By creating a visual that defines the relationships of the data collected, students can more easily make connections they otherwise may have had difficulty with.
How are students taught to "define relationships"?
Concept mapping uses inverse relationships: how one think directly affects another. Most times with concept mapping, the relationship is between one cause and several effects. Critical thinking is an essential skill for students to develop at any age, especially to see patterns and relationships between events.
How else do concept maps help learning?
Concept maps make a visual aid for students to understand their own work, but also in presenting their findings. Other students are able to more clearly understand their peers work.
Owen explains concept mapping and the advantages for students. By creating a visual that defines the relationships of the data collected, students can more easily make connections they otherwise may have had difficulty with.
How are students taught to "define relationships"?
Concept mapping uses inverse relationships: how one think directly affects another. Most times with concept mapping, the relationship is between one cause and several effects. Critical thinking is an essential skill for students to develop at any age, especially to see patterns and relationships between events.
How else do concept maps help learning?
Concept maps make a visual aid for students to understand their own work, but also in presenting their findings. Other students are able to more clearly understand their peers work.
Journal #4
"Moderating and Ethics for the Classroom Instructional Blog"
In Deubel's article, she outlines the advantages of using blogs in the classroom if they are used effectively.
Are blogs being used in classrooms because they are "in style" or because they have a useful service to provide students?
Blogs used in the classrooms have a different use than blogs posted on social networking sites (for recreation?). In the classroom there is a specific educational goal laid out and rules/guidelines for students in order to reach that goal. Students are expected to increase their technological skills through the use of blogs, whereas skills tend to remain constant when blogging outside of school.
What are the advantages of blogs versus any other teaching method?
The online community has a different dynamic than the classroom. Students who may not feel comfortable sharing in the classroom are required to share their opinions, but in a lower stress atmosphere. Therefore it encourages the "community" aspect of sharing one's work. When students are asked to reflect upon important topics, blogging also utilizes critical thinking skills essential to any classroom.
In Deubel's article, she outlines the advantages of using blogs in the classroom if they are used effectively.
Are blogs being used in classrooms because they are "in style" or because they have a useful service to provide students?
Blogs used in the classrooms have a different use than blogs posted on social networking sites (for recreation?). In the classroom there is a specific educational goal laid out and rules/guidelines for students in order to reach that goal. Students are expected to increase their technological skills through the use of blogs, whereas skills tend to remain constant when blogging outside of school.
What are the advantages of blogs versus any other teaching method?
The online community has a different dynamic than the classroom. Students who may not feel comfortable sharing in the classroom are required to share their opinions, but in a lower stress atmosphere. Therefore it encourages the "community" aspect of sharing one's work. When students are asked to reflect upon important topics, blogging also utilizes critical thinking skills essential to any classroom.
Saturday, June 27, 2009
Journal #8
"Passport to Digital Citizenship" L&L Dec 2008/Jan 2009
Since there aren't a written code of laws or norms for digital technology, it's important to lay down some standards or expectations of users so that it may be used appropriately.
According to Ribble, what are the nine elements of digital citizenship?
1. Digital access
2. Digital commerce
3. Digital communication
4. Digital literacy
5. Digital ettiquette
6. Digital law
7. Digital rights and responsibilities
8. Digital health and wellness
9. Digital security
These elements are laid out more like a heirarchy, so that if the digital security may only be obtained if the previous eight elements are fulfilled. It should be the user's goal to fulfill all nine, especially in the classroom.
So how do we teach digital citizenship?
Ribble points out that teach students to be good digital citizens, they must "reflect" on technology and its role in our society. This means that students must more than the applications themselves, but the impact they have in a technological age.
Since there aren't a written code of laws or norms for digital technology, it's important to lay down some standards or expectations of users so that it may be used appropriately.
According to Ribble, what are the nine elements of digital citizenship?
1. Digital access
2. Digital commerce
3. Digital communication
4. Digital literacy
5. Digital ettiquette
6. Digital law
7. Digital rights and responsibilities
8. Digital health and wellness
9. Digital security
These elements are laid out more like a heirarchy, so that if the digital security may only be obtained if the previous eight elements are fulfilled. It should be the user's goal to fulfill all nine, especially in the classroom.
So how do we teach digital citizenship?
Ribble points out that teach students to be good digital citizens, they must "reflect" on technology and its role in our society. This means that students must more than the applications themselves, but the impact they have in a technological age.
Journal #7
Should Students Be Your "Friends"? From L&L May 2009
Now that we have addressed the importance of technology in the classroom, it's important to recognize boundaries. Because it is more accessible (i.e. from home as well as school), teachers and students can communicate via e-mail, instant message, and now Facebook/Myspace.
Some wonder since these are social networking sites, is a teacher getting too familiar with their students by adding them as "friends" on Facebook or Myspace?
There is still some debate. While others believe it's simply another channel to communicate missed assignments, etc. others think it's a less professional environment than that classroom. While teachers and students are encouraged to interact with one another, they are to do so with some restraint; social networking sites provide personal information that is not necessary for, and sometimes detrimental to, a normal teacher-student relationship.
Although teachers have been warned, what do they think of using social networking sites to communicate with students?
Again, the jury is still out. One teacher said it was the same as calling home or e-mailing, while another indicated that these sites provide technological and networking skills that e-mail cannot. Others were more wary of Web 2.0 applications because of the behavior users often exhibit on social networking sites, claiming "there's a lot of flirting."
Since there is nothing set in stone, it seems the decision is ultimately left up to the teacher to make a professional decision.
Now that we have addressed the importance of technology in the classroom, it's important to recognize boundaries. Because it is more accessible (i.e. from home as well as school), teachers and students can communicate via e-mail, instant message, and now Facebook/Myspace.
Some wonder since these are social networking sites, is a teacher getting too familiar with their students by adding them as "friends" on Facebook or Myspace?
There is still some debate. While others believe it's simply another channel to communicate missed assignments, etc. others think it's a less professional environment than that classroom. While teachers and students are encouraged to interact with one another, they are to do so with some restraint; social networking sites provide personal information that is not necessary for, and sometimes detrimental to, a normal teacher-student relationship.
Although teachers have been warned, what do they think of using social networking sites to communicate with students?
Again, the jury is still out. One teacher said it was the same as calling home or e-mailing, while another indicated that these sites provide technological and networking skills that e-mail cannot. Others were more wary of Web 2.0 applications because of the behavior users often exhibit on social networking sites, claiming "there's a lot of flirting."
Since there is nothing set in stone, it seems the decision is ultimately left up to the teacher to make a professional decision.
Sunday, June 21, 2009
Journal #5
The way children and teenagers perceive technology is much different than myself or my parents. Younger generations have access to a virtual world that is constantly evolving, though they have never been without it. Turkle analyzes that though technology grants immediate accessability, it degenerates our self-identity and respect for authenticity. Her annecdote with daughter at the museum, though an isolated incident, reflects the attitudes of many young people today: the real world lacked the impact desired so they want a technological solution...fast.
Turkle makes a good point: the way we interact with technology affects our day-to-day lives, especially for those who were raised with it as second-nature. These interactions and attitudes are going to affect the way we teach.
Turkle makes a good point: the way we interact with technology affects our day-to-day lives, especially for those who were raised with it as second-nature. These interactions and attitudes are going to affect the way we teach.
Journal #3
I think that in "repurposing" technology for the classroom, the teacher has to be selective in which application will compliment their lesson plan. Certain applications are more beneficial, and students can use technology to learn about a completely different subject. Blogs and wikis provide students a greater area to work, whereas Twitter limits the student to 140 word posts; it seems more thought and effort would go into Twittering than the Tweet.
Currently CNN is making their network more interactive by encorporating blogging, Facebook/Myspace, and Twitter to their daily programming; while it encourages the viewer to contribute their opinions in an accessible way, their opinions then become the news. The same may be true of technology in the classrooms, where every student has the same expertise as the teacher. So there needs to be a sense of authorship, for every student to take pride in their work, but their must also be structures in place where they acknowledge the teacher's authorship of the lesson plan.
Currently CNN is making their network more interactive by encorporating blogging, Facebook/Myspace, and Twitter to their daily programming; while it encourages the viewer to contribute their opinions in an accessible way, their opinions then become the news. The same may be true of technology in the classrooms, where every student has the same expertise as the teacher. So there needs to be a sense of authorship, for every student to take pride in their work, but their must also be structures in place where they acknowledge the teacher's authorship of the lesson plan.
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